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The concept of the “social situation of development”, entered by the outstanding domestic psychologist L.S. Vygotsky, is the basic concept of the age psychology studying age dynamics, regularities and driving forces of the development of mental functions, and of personality throughout the entire course of life of a person. The importance of this concept is defined, on the one hand, by its methodological value, since the concept of the “social situation of development” resists the understanding of the environment as the factor defining the development of the personality mechanically, which representatives of a number of the psychological directions adhere to. The social situation of development, according to L.S. Vygotsky, is not a factor, but the source of development representing absolutely special combinations of internal development processes and external conditions is typical for each age period1. The concept of the social situation of development also possesses great practical value for the carrying out of concrete and empirical researches, not only in age and the pedagogical aspect, but also in other psychology branches. The social situation of development “determines wholly and completely the forms and the path along which the child will acquire ever newer personality characteristics, drawing them from the social reality as well as from the basic source of development, the path along which the social be-

Aron I.S. The social situation of development of a modern teenager